Level A/1
Fruit Salad
Math Teacher’s Guide
Skills & Strategies
Anchor Comprehension Strategy
•• Draw Conclusions
Phonemic Awareness
•• Alliteration
Phonics
•• Initial and final s
•• Initial p
Concepts About Print
•• Concept of words
High-Frequency Words
•• have, I
Vocabulary
•• Fruits
Math Big Idea
•• We count ingredients when we cook.
B
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Theme: Using Numbers
Math Concept: Numbers tell us
how many.
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
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Small-Group Reading Lesson
apples
bananas
Before Reading
Activate Prior Knowledge
Fruits
cherries
peaches
ell
pears
oranges
SUPPORT TIPS
for English-Language Learners
Build Vocabulary and
Language Patterns
Prior to reading, take students on a
picture walk to find out whether they
can recognize and name different
kinds of fruits. If they do not know
the English name of a fruit, let them
name it in their native language. Then
tell them the English name. Have
­students point to the picture of the
fruit and repeat both names.
CUES FOR STRATEGIC
READING
Visual Cues
• Look at the beginning letter or
­letters (p in pears; gr in grapes).
• Look for familiar chunks within the
word (water in watermelon; straw
in strawberries).
Structure Cues
• Ask if the sentence sounds right.
• Look for repeated language patterns:
I have . . .
Meaning Cues
• Think about what makes sense in
the sentence.
• Look at the picture to confirm the
meaning of the word.
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• Ask students to name familiar fruits. Prompt them by naming one or
two fruits. Make a word web with the word Fruits in the center circle.
In the outer circles, write the names of fruits that students suggest (left).
Model Visualizing
• Display the book cover and read the title aloud. Say: The title tells me
that this book is about fruits. When I hear the word fruits, I think about
fruits that I know and like. I make pictures in my mind of apples, pears,
and grapes. I can see big, green watermelons and long, yellow bananas. I
imagine what these fruits smell like and how sweet they taste.
• Ask students what they visualize, or picture in their minds, when they
hear the word fruits. Encourage them to offer specific descriptions.
Then ask: What is fruit salad? What does it look like? What happens to the
fruit that is put into fruit salad? (The fruit is usually cut up and always
mixed together.)
Preview the Book
• Have students turn to the title page. Ask:
What do you see on this page?
What fruits do you see?
How many different kinds of fruits do you see?
• Preview the rest of the book with students. Point to each picture and
ask students what the boy is holding and how many he is holding.
Reinforce the language used in the text. For example, ask: If I have one
banana in each hand, how many bananas do I have? I have two bananas.
Set a Purpose for Reading
• Have students turn to page 2 and whisper-read the book. Say: Read to
find out how many different kinds of fruits the boy has and what he does
with the fruits. Monitor students’ reading and provide support when
necessary.
Review Reading Strategies
• Use the clues provided to remind students that they can apply different
strategies to identify unfamiliar words.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page for classroom use.
No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-2650-3
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During Reading
Observe and Prompt Reading Strategies
• Observe students as they read the book. Take note of how they
problem-solve on text. Guide, or prompt, individual students who
cannot problem-solve independently.
After Reading
ell
SUPPORT TIPS
for English-Language Learners
Highlight for students the numbers (1–7)
used to count the fruits in the story.
Point to each number, say its name, and
hold up the corresponding number of
fingers. Have students repeat the ­number
word and imitate your action. Then hold
a random number of fingers and ask
students to say the number.
Reflect on Reading Strategies
• After students have completed their reading, encourage them to share
the reading strategies they used. Reinforce the good reading behaviors
you noticed by saying:
I noticed, [student’s name], that when you came to a word you didn’t
know, you looked at the picture to see whether it gave you a clue to the
word’s meaning. That was good reading.
[ Student’s name], I saw that you tried to figure out how to say the word
watermelon. First you divided the word into two smaller words—water
and melon. Did that help you?
Build Comprehension: Discuss Concepts
•P
ersonal response: What is your favorite kind of fruit? Why? Is it a good
fruit to put in fruit salad? Why or why not? (Answers will vary.)
• L ocate facts: How many oranges does the boy have? (3) How many pears
does he have? (5)
•D
raw conclusions: How many different kinds of fruits does the boy have? (7)
•M
ake inferences: What does the boy do with the fruits? (He makes fruit
salad.) How do you know that? (He says, “I have fruit salad.” There is a
picture of fruit salad. Fruit salad is made with different kinds of fruits.)
• Use the Comprehension Assessment Tips on page 4 to evaluate how
students answer different types of questions.
• To practice text-dependent strategies, use the Comprehension
Through Deductive Reasoning card provided for Fruit Salad.
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SKILLS SUPPORT TIPS
Use the Skills Bank
Based on your observations of
­students’ reading behaviors, you
may wish to select activities from the
Skills Bank (pages 6–9) that will
­develop students’ reading strategies.

ASSESSMENT TIP
Check a student’s reading strategies by
asking the student to read a page of
the text aloud to you while other
students whisper-read. Note whether
the student is using visual, structure,
and/or meaning cues to self-correct
and to make sense of the text.
MAKE FICTION-TO-FACT ™
­CONCEPT CONNECTIONS
If students have read How Many Walruses?
ask:
•H
ow are the books Fruit Salad and How
Many Walruses? alike? (They both count
things.)
•W
hich book could really happen? Why?
(Fruit Salad could really happen. It tells
about real things—fruits, actual events,
and making fruit salad.)
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Small-Group Reading Lesson

Comprehension
Assessment tips
Monitor Comprehension
• Are students able to locate
­specific answers to text-­
dependent questions in the text?
If they are having difficulty, show
them how to match the wording
of the question to the wording
in the text.
• Are students able to find
answers to questions that
require a search of the text?
If they are having difficulty,
model how you would search
for the answer.
• Can students combine their
background knowledge with
information from the text to
draw conclusions? You may wish
to model how you would answer
the question.
• Are students’ answers to creative
questions logical and relevant to
the topic?
• Do students’ completed graphic
organizers reflect an ability to
locate facts? If ­necessary,
provide more ­modeling.
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Build Comprehension: Locate Facts
Model
• Create an overhead transparency of the graphic organizer “Fruit Salad”
or copy the chart on the board. Help students recall what kinds of fruits
and how many of each kind the boy has in the story. Model how to
complete the chart. Use the following think-aloud.
story has important facts. To help me remember these facts, I can use
A
a graphic organizer like this one to record the facts in the story. I know
that the story tells me how many different kinds of fruits the boy has, so I
will look for facts about numbers and fruits. On page 2, I read the ­sentence
“I have 1 watermelon.” I will write “1” in the column labeled Number and
watermelon in the column labeled Fruit in the chart. Now let’s look for the
next fact.
Practice and Apply
• Guide students as they find the number and name of each fruit. Tell
them where to write the information on the chart. If you think students
can complete the chart independently, distribute copies of the graphic
organizer (page 8) and monitor their work. Allow students time to share
their completed graphic organizers.
Fruit Salad
Number
Fruit
1
watermelon
2
bananas
3
oranges
4
apples
5
pears
6
strawberries
7
grapes
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Interactive Writing
• Have students use information from the graphic organizer to write
sentences about story events. Say: Let’s look at our chart. It tells
­important facts from the story. Let’s think of a sentence we can write
that tells a fact in the story. (Possible sentences: “He has 3 oranges,”
“He has 4 apples,” and “He makes fruit salad.”)
• Repeat the sentence aloud several times with students so they
internalize the language pattern. Collaborate with them to write the
sentence on chart paper or on the board, one word at a time. Start by
saying the first word slowly. Ask: What sound do you hear at the
beginning of this word? What other sounds do you hear? Let ­students
write the known sounds in each word; then fill in the remaining
letters for them. Continue until the sentence is completed.
Write Independently
• Have students write their own sentences based on the story. Encourage
them to articulate words slowly, use spaces between words, and write
known words fluently.
• Confer with students about their sentences. Validate their
knowledge of known words and letter/sound correspondences by
placing a light check mark above students’ contributions. Praise
­students as you write the message conventionally for them to see.
Reread for Fluency
• Ask students to reread Fruit Salad independently. Then have them
read the story with a partner, alternating reading pages of the text.
Connect to Home
• Have students read the take-home version of Fruit Salad to family
members. Have them work with family members to add three
more numbers and kinds of fruits to the story. For example, “I have
8 cherries,” “I have 9 tangerines,” and “I have 10 blueberries.”
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√√√
√√√
√ √ √√ √
she haz 4 aplz.
She has 4 apples.
FLUENCY
SUPPORT TIPS
Modeling Fluency
• Read sections of the book aloud
to students to model fluent
­reading of the text.
• Model using appropriate phrasing,
intonation, volume, expression,
and rate.
• Have students listen to you read a
portion of the text and then have
them read it back to you.
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Skills Bank
Phonemic Awareness: Alliteration
• Say: Listen as I say a sentence: Sam saw seven seals. Listen to the
­beginning sound in each word. Say the sentence again, emphasizing the
beginning sounds in the words. Ask: What sound do you hear at the
beginning of Sam? (/s/)
• Repeat the word Sam, segmenting the beginning sound: /s/ am.
Continue in the same way with the other three words. Then ask: Do
Sam, saw, seven, and seals begin with the same sound? Say the ­sentence
again, emphasizing the beginning sound in each word. Have students
repeat the sentence with you. Say: Yes, Sam, saw, seven, and seals begin
with the same sound. They all begin with /s/.
• Repeat the activity with the following alliterative sentences for /t/, /w/, and
/f/: Tina touched two toads. Will watched one walrus. Fay found five fish.
Phonics: Initial and Final s
salad
sun
sit
send
grapes
bus
gas
yes
• Write the word salad on the board. Ask students to listen to and
identify the beginning sound in the word. Say: The letter s stands for /s/
in salad. Underline the letter s.
• Write the word grapes on the board. Ask students to listen to and
identify the ending sound in the word. Say: The letter s stands for /s/ in
grapes. Underline the letter s. Say: The letter s can stand for /s/ at the
beginning and at the end of words.
• Say the following words and ask students if they hear /s/ at the ­beginning:
sun, fan, sit, get, send, and zip. When they recognize a word with
beginning /s/, write it on the board under salad and ­underline the s.
• Say the following words and ask students if they hear /s/ at the end:
bus, pig, gas, leaf, jar, yes. When they recognize a word with ending
/s/, write it on the board under grapes and underline the s.
• Together read the words in each list, emphasizing first the beginning /s/
and then the final /s/. Point to the letter s each time you say the sound.
Phonics: Initial p
Paul packs pears.
Pam’s pet piles pennies.
• Write the word pears on the board. Ask students to say the word with
you and to listen to the beginning sound. Underline the letter p and
explain that p stands for /p/ at the beginning of pears.
• Say the following words and have students tell you when they hear a
word that begins with /p/: pack, pig, bird, push, not, fur, and pet. When
students identify a beginning /p/ word, write it on the board under
pears. Have a volunteer underline the p.
• Then ask students to brainstorm additional words that begin with /p/.
Together use the initial /p/ words, as well as /p/ names, to make up
alliterative sentences.
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Concepts About Print
• Have students turn to page 2. Read the sentence aloud together. Tell
students that the sentence has four words.
• Point to the space between the words I and have. Explain that you
can tell where one word ends and the next word begins because there
is a space between the two words. Continue with the spaces between
have and I, and between I and watermelon.
• Then write the following sentences on the board or chart paper and
have volunteers tell how many words are in each sentence. Write
numbers above the words as students count them aloud.
1
2
3
4
5
She has 2 red apples.
We like bananas.
She has 2 red apples.
High-Frequency Word Vocabulary
• Say and spell the following high-frequency words with students: I and
have. Write the words on the board. Then write this sentence form on
the board: I have ___.
• Collect sets of familiar classroom objects, such as one book, two
­pencils, three erasers, and four paper clips. Hold up the objects and
model how to complete each sentence:
I
Have
I have 1 book.
I have 2 pencils.
I have 3 erasers.
I have 4 paper clips.
• Pass the sets of objects to students and have them repeat the
­sentences. If necessary, prompt them by asking, What do you have?
Point to the words I and have on the board as students say them.
Vocabulary: Fruits
• Have students look through the book to find the words that name
fruits: watermelon, bananas, oranges, apples, pears, strawberries,
and grapes.
strawberries
• Write the names of the fruits on two sets of index cards. Mix all the
cards and place them facedown in rows.
• Have students turn over pairs of cards until they find the two cards
with the same fruit name on them. After all the cards have been
matched, have each student choose one fruit and draw a picture of it
to go on a “Fruit Salad” bulletin board.
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strawberries
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Skills Bank
Build Comprehension
Draw Conclusions
••Explain Create an overhead transparency of the graphic organizer
“Fruit Salad” or draw it on the board. Say: An author can’t give us
every bit of information in a book. We figure out some things on our
own. We use the author’s words and photographs as clues. When a
reader figures something out using three or more clues, the readers is
drawing a conclusion.
••Model Say: Let’s draw a conclusion about Fruit Salad. On pages
2 and 3, we see a whole watermelon. On pages 4 and 5, we see two
whole bananas. On page 7, we see oranges and a bowl of cut-up
bananas and watermelon. Record this evidence in the first Clues box
on the graphic organizer. Then say: Now we need to use the clues
to draw a conclusion. We can conclude that a fruit salad has several
types of fruit, all cut up and mixed together. Write this in the first
Conclusion box.
••Guide Say: Now let’s draw a conclusion about what you need to
make a fruit salad. Look at pages 6 and 7. The picture shows whole
oranges, a cutting board, and a bowl of cut-up fruit. What do you
know about using a cutting board? (Allow time for students to
respond, assisting if needed.) Yes, a cutting board is a tool we use
with a knife. Record this evidence in the second Clues box on the
graphic organizer. Then ask: What can we figure out from these
clues? (Again allow time for students to respond.) Yes, we can
conclude that you need fruit, a cutting board, and a knife to make a
fruit salad. Record this sentence in the second Conclusion box on
the graphic organizer.
••Apply Ask students to work with a partner to draw another
conclusion from the book. Remind students to use word and
picture clues to figure out things the author doesn’t write.
After the partnerships share, record their ideas on the graphic
organizer. Finally, read the completed graphic organizer aloud and
invite students to echo-read.
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Name _______________________________________________________ Date __________________
Fruit Salad
Draw Conclusions
Clues
Conclusion
Fruit Salad
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Notes
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Notes
Fruit Salad
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Name _______________________________________________________ Date __________________
Fruit Salad
Number
Fruit
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